1. Mentor Training

2. Mentor and Tutor
Mentor- a wise and trusted counselor or teacher. An influential senior sponsor or supporter.
Tutor- a person charged with the instruction and guidance of another

3. Tutoring is not based on a personal relationship between the person doing the tutoring and the person being tutored.
Mentoring, on the other hand, is heavily dependent on the establishment and nurturing of a close, personal relationship between the mentor and mentee over time.

4. The Need for Mentoring Students that participate in mentoring have:
Better school attendance
Better chance of going into higher ed
Better attitude about school
Less drug and alcohol use
Improved social attitudes and relationships
Better communication with parents

5. Types of Mentoring One on One Mentoring
Group Mentoring/Keep at 1:4 ratio or less
Team Mentoring
Peer Mentoring
E-Mentoring
Staff Mentoring
Combined

6. Mentoring Possibilities
Lunch Buddies
Reading Buddies
Career Support
Academic Support
Social Support

7. Challenges to Mentoring
Longer relationships more effective-facilitates trust
Relationships that continue for 18 months or more result in strongest positive outcomes
Relationships that end early have potential harm for mentee
Relationships under 3 months in length can be more damaging than never having initiated one.
Fewer than ½ of relationships last through initial time commitment

8. Challenges to Mentoring
Most mentors do not fulfill commitment because of unrealistic expectations
Difficult to effectively quantify positive effects on child, so mentor may perceive benefit to child is negligible

9. Mentoring Research
Research reveals the need for fun to be a part of any program plan. No matter what the long term goal, fun should be built into the relationship building phase.
Race, sex, and age do not impact the success or failure of a relationship.

10. Who are the Mentors In Our Lives
Home
School
Community
Faith –based
Sports
College years
Work

11. Informal Mentoring and Formal Mentoring
Our communities have gone through many changes providing limited opportunities for informal mentoring relationships
In order for young people to build such relationships formal programs are needed with adult role models willing to build long-term, deliberate relationships

12. Formal Mentoring Long-term, deliberate relationship
Third party (organization, schools, agency) leads the effort
Minimum time requirements – 4 hrs/month
Screening and matching process
Frequent and regular contacts between mentors and mentees
Support from organization
Specific focus: social, career, employability, life, academic, preparing our future workforce

13. Mentor Job Description
A desire to work with students who need a caring adult
Commitment of time and present for EACH session
Commitment to participate in up to 10 hours of training and follow the process of the program
Commitment and dedication to participate in the structure of the program
Notify the coordinator if you are unable to attend a session and Communicate concerns through appropriate channels
Serve as a role model and an advocate

14. Ethical Responsibilities of the Mentor
Welfare and safely of the student comes first
Trustworthy and dependable
Act with integrity
Respect the rights and integrity of the student
Promote justice

15. Qualities of a Successful Mentor
Enthusiastic participation in all training and celebrations
Strong interpersonal skills
Good communicator and team player
Sensitivity to factors impacting students lives
Personal Commitment
Sense of Humor
Willingness to listen and share experiences
Focus on the positive-what is strong, not what is wrong!

16. Qualities of a Successful Mentor
Non judgmental of students, families, or factors impacting the lives of students
Accessibility
Consistency
Flexibility and openness
Kindness and patience
Persistence
Stable

17. Qualities of a Successful Mentor
Like kids/youth
Tolerant/Understanding
Reliable/Show up on time
Outstanding record of employment
Do not interfere with policies/procedures
Never attempts to replace role of parent/guardian/caregiver
Confidential
Patient
Listens well
ADVOCATE

18. A Mentor Should Not Play the Role of a…
Doctor or nurse
Financier
Legal guardian
Parent
Priest or minister
Probations officer
Professional counselor
Social worker

19. A Mentor Should Be…
An advocate and a friend.

20. Effective Mentors Are consistent and dependable
Recognize that the relationship may be fairly one-sided
Respect the youths view point
Pay attention for the need for fun
Seek help and advice when needed
Communicate with program coordinator and attend all training sessions.

21. Less Effective Mentors
Have difficulty fulfilling obligations
Attempt to instill values
Attempt to transform or reform the youth in an authoritative way
Emphasize behavior change over developing mutual trust and respect

22. Tips for Success Attend session on time
Inform coordinator when you cannot attend
Do not lavish with money or gifts
Be firm when needed
Show unconditional positive acceptance
Be aware of needs both spoken and unspoken
Do not make promises
Use the language of respect
Set clear boundaries on time , space, and energy
Keep open communication
Seek staff support as needed

23. Tips for Success Model and teach positive values
Allow mentees to have a say in activities
Be ready to help out
Maintain personal boundaries
Say what you mean and mean what you say
Recognize the need for fun
Set realistic goals for progress
Remember that you are one component of the student’s plan and respect family
Respect confidentiality
Respect different values and learning styles

24. Stages of a Mentoring Relationship
Developing Rapport and Building Trust
Consistency and Predictability
Testing
Establishing Confidentiality
STAGE 2
Goal Setting
Closeness
Affirmation of uniqueness of relationship
Ups and downs-Rely on staff support

25. Stages of Mentoring Relationship
Closure
Expressions of feelings and emotions
Opportunities to say good bye
Address appropriate situations for staying in touch

26. About Schools and Rules
Follow program procedures/sign in/parking…
Report Concerns over depression and safety immediately to school/program coordinator
All volunteers are required to undergo Background Checks
Do not use student restrooms
Do not find yourself alone or behind closed doors with student
Use ‘safe touch’
Refer to professional help if serious personal issues arise

27. About Schools and Rules
Do not reach out to students beyond the parameters set by the program
Seek help through the proper channels if serious personal issues arise

28. Regarding Neglect and Abuse
By LAW suspected neglect and abuse must be reported by volunteers
Work with the school/program coordinator to understand policy and guidelines prior to beginning the mentoring relationship

29. Thank You For Your Commitment!